asistm presentation mansw 2010

8/3/2019 Asistm Presentation Mansw 2010

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TEACHING AND LEARNING MATHS

INTERACTIVE ICT RESOURCES

ASISTM PROJECT

Rosebank college 2007


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Geogebra files are great in many ways

They can be used in Geometry, Measurement, Coordinate Geometry, Calculus, etc.

For demonstrating & exploring concepts

For demonstrating & validating skills and rules (program as an expert)

For drill and practice with random questions on a topic

We collaborated with ACU in a project

to trial these in the classroom with students

Teachers wow at dynamic geometry:

its potential for visual learning, understanding concepts, engagement, etc.But does it work for pupils?


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AIMS OF THE PROJECT:

To develop & use Interactive ICT resources in the classroom.

To improve students understanding, outcomes and motivation in maths.

To employ ICT resources effectively for enhanced teaching and learning.

To develop teacher confidence and strategies using such resources

To share expertise and resources with other schools & teachers.


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What resources did we use?

Our intention was to develop teaching and learning units,

on particular topics: yr 7 Geometry, yr 9 Coordinate geometry, etc.

These units would use the related ICTinteractive learning objects,

for the skills and knowledge needed in the topic.

We used the free dynamic geometry program Geogebra

To make interactive applets for the skills and concepts in the topic,


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We implemented our project with years 7 & 9.

In year 7, one class worked with the ICT on Geometry,

while the other year 7 classes were taught conventionally.

All Yr 7 classes were then assessed on this topic,

and the results were analysed.

Results for the ICT class were compared to the other classes

A Survey of the students in the software class was also done.

This looked at their feelings attitudes and experiences related to the

resources


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In year 9,

one class was taught Number Plane using the interactive resources

and the other classes were taught this topic conventionally.

All Yr 9 classes were then assessed on this topic,

and the results were analysed.

Results for the ICT class were compared to the other classes

A Survey of the students in the ICT class was also done.

This looked at their feelings attitudes and experiences related to the

resources


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In year 7,

Results for the ICT class Geometry assessment were mediocre,

compared to their results in other tests, which were taught conventionally.

From the Survey,

These yr 7 students were generally ambivalent

about the use of the computer resources to help their learning.

The teacher attitude/influence

was also quite different with the yr 7 ict

class compared to the teacher effect

with the yr 9 ict class

Achievements


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In year 9,

Results for the ICT class Coordinate geometry assessment were excellent,

compared to their results in other tests, using conventional teaching.

From the Survey,

Most yr 9s felt the software assisted their results/understanding,

but they had marked reservations and criticisms.

The teacher attitude/influence

was also quite different with the yr 7 ict

class compared to the teacher effect

with the yr 9 ict class

Achievements


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The computer shows, but it doesnt explain.

Its a hard way to learn, Ididnt understand until it was explained.

Learning the formula straightaway is easier.

Iwasnt confident, it was a bit confusing.

Ineed to write things down, it helps to remember.

Ican see and move lines myself, see how things change.

Its a new experience, different and interesting.

Some more of the survey responses from the year 9 students

Is this about

Resources?

Teaching?

Student learning preferences?

Or..?


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What are their responses telling us?.

Superficially, the comments seem mainly negative.

However the details tell us a great deal.

It seems many students expected the computer to teach them.

Many were reluctant to explore a concept to promote skills & understanding.

Their mindset was: teach me how to get the answer .

Many also had an attitude of get it finished and get the answers ,

Hence there is often only superficial understanding of the concept.

What do we do about this?

Is the problem ..

the resource?

Or .. how it is used?


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Many factors influence the students engagement & responses:

There are..cultural differences, gender, confidence level,

intrinsic interest, learning preferences, etc..

Other subjects such as English, Science etc.present their content in a realistic social context

which provides, especially for girls, motivation and interest.

The topics used in the project do not have a social context,

and for some students, this could be negatively repetitive.

In using computer resources, students have a jump in and fiddle around

attitude. Is this helpful here? How can this be utilised?

The students in this survey/project have had little or no exposure

to this type of maths software.Is this relevant?

Is it engaging?


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This indicates a need to take into account

the students expectations, their goals and mindset,

Particularly when using latops and these maths interactives.

Explain the specific purpose for the resource, and how it is to be used.

Early on, it possibly demands a scaffolded, teacher-directed approach;

Withexplicit why questions, and specific links to the textbook & homework.


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Where to from here ?

What is a feasible response to the students comments?

1

st.Th

e ict interactives are structured to promote th

inking, understanding andskills, not to teach, but more to help the learning.

2nd. The ICT resource is part of an overall teaching process,

It cant stand alone. It needs good teaching practice to bring out its potential

. The resource needs to be engaging,easy to use

easy to understand,

and specific to the focus

The teaching needs to be mindful of

Students Style and Needs

& using the resource to best advantage

The resource is integral to good teaching


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Using the interactives to best advantage,

A computer room/ laptop lesson could be structured as follows:

1. teacher demonstration of resource,

2. students explore1st interactive (3 minutes) ;

3. teacher debriefing; and a related example.

4. Then repeat the cycle for the 2nd interactive; etc . Leading to textbook homework

Its probably helpful to start with a brief presentation or demonstration

[so students know what its about, and how its used];

Use short, directed steps, so students are clearwhat they are doing & why.

Students need thinking time to make connections,

and to figure out whats happening, and why it happens.

But debriefing is then important to bring ideas together & crystallise everything.

It is not just do the questions, go to the next one, & get it done.


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By and large, teachers who use these and similar interactives,

do so in the normal classroom for demonstrations

to assist conventional teaching.

They are only used infrequently by students (laptops or computer lab),

which can be difficult to manage effectively .

The critical consideration is how the resource is used by the teacher.

The resource is simply a tool to be employed,

when it can be seen to offer advantages to conventional teaching.


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[email protected]

ROSEBANK COLLEGE

FIVE DOCK

Please mail me a stamped self-addressed

postpack if you would like a CD of the geogebrafiles used for maths in the classroom.

Full report also available.

asistm presentation mansw 2010

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